Educational Leadership

  • Credits for Licensure:
    31-33
    (4 terms)
  • Credits:
    32
    (4 terms)
  • Degree:
    Master of Education
  • Program Approved:
    Massachusetts Dept. of Elementary & Secondary Education

Program Description

The MEd in Educational Leadership is specific to leadership roles in P-12 settings. Based on professional standards upheld by the Educational Leadership Constituent Council (ELCC) and aligned with Massachusetts requirements for school administrators, the program supports the acquisition of prerequisite knowledge and professional skills to serve as competent, caring, ethical, and highly qualified leaders in the schools, districts, and communities served.

Within the degree there are both licensure and non-licensure options. Licensure options are tailored for the career advancement of currently licensed practitioners in P-12 settings with at least three years of employment in a Massachusetts-approved school or district. These options include the Principal/Assistant Principal license (PK-8 or 5-12), designed for those seeking to lead schools, and the Supervisor/Director license required for those seeking to become directors, department heads, or curriculum specialists. The Supervisor/Director option is available at the level of prerequisite license held upon entry (e.g., prerequisite license in General Science currently teaching in MA and seeking employment as STEM director). In contrast, the MEd non-licensure option is designed for seasoned professionals in educational settings or agencies that do not require the Massachusetts license.

Please note: At Cambridge College locations outside of Massachusetts, this program is currently non-licensure only.

Learning Outcomes

With guidance of the program chair, seminar leaders, faculty, and licensed, current practitioners in schools and districts within Massachusetts, candidates for the MEd in Educational Leadership demonstrate an ability to engage in site-based leadership that: (a) promotes the learning and growth of all students, (b) cultivates a shared vision for effective schools, (c) ensures a safe, efficient, and effective learning environment, (d) ensures the effective use of resources, and (d) promotes the involvement of all stakeholders, and (e) promotes the success of all students. Effective leadership is further evidenced through written reflections, key assessments, tasks assigned and field experiences documented in an e-portfolio and submitted via TaskStream. Specifically, candidates in the respective leadership areas must demonstrate the ability to:

Principal/Assistant Principal

  • Provide effective instructional leadership supportive of student learning and attainment of school achievement goals,
  • Build a professional culture supportive of reflective practice, high expectations, and continuous improvement of teaching and learning.
  • Engage school communities including teachers, parents, district leaders, and community partners in ways supportive of the school’s and district’s mission,
  • Effectively and efficiently manage all school operations including curriculum implementation, personnel, facilities, schedules, and budgets.

Supervisor/Director

  • Observe and provide constructive feedback of teachers supportive of improved teaching and learning performance;
  • Assess instruction aligned to MA standards;
  • Integrate technology into teaching methods;
  • Differentiate instruction for English learners and modifications for students with special needs;
  • Lead teachers in reflective practice;
  • Communicate effectively with school and district leaders.

Careers

Graduates typically pursue leadership or policy related positions in P-12 school settings. Those in the Principal/Assistant Principal option typically become school leaders or pursue management positions in education-related organizations and agencies. Those in non-licensure options typically lead private or charter schools and later return to pursue licensure through the CAGS program in order to pursue further advancement in Massachusetts public schools and districts. Those with licensure as Supervisors/Directors typically pursue careers as content area or curriculum specialists, directors (e.g., STEM directors, ELL directors), department heads, or lead teachers aligned with their area of prerequisite licensure. Supervisor/directors also mentor aspiring and new teachers or lead professional development specific to their areas of expertise.

For more information, please contact Admissions at 1-800-829-4723.

Curriculum


Professional Seminar and Project
11
Credits

EAD800 Independent Learning Project is required only for non-licensure students, instead of practicum.

Professional Seminar I: School Administration (Initial)
EAD 691N 2 credit(s)
This seminar focuses on the development of leadership and human relationships within the school and community. Attention is paid to personal aspects of leadership such as style, dealing with stress, time management and the moral responsibility of school administrators. Students also discuss educational topics and issues of current interest. (This theme continues through all four terms.) Students are introduced to basic research skills such as use of on-line and professional libraries and the conventions of APA style for writing papers and the Independent Learning Project (ILP). Pre-practicum hours of directed field-based training required.
Professional Seminar II: School Administration (Initial)
EAD 692N 2 credit(s)
Prerequisite: EAD691N. Pre-practicum: Fifteen hours directed field-based training required. This second seminar emphasizes the development and functioning of organizations and the study of organizational behavior. Attention is paid to the leader's role in culture and climate. Students examine the culture and climate of their own work setting within frameworks reviewed in the seminar. Students learn how to prepare and write the literature review for the ILP.
Professional Seminar III: School Administration (Initial)
EAD 693N 2 credit(s)
Prerequisite: EAD692N. This third seminar emphasizes the study of introducing and supporting change efforts in schools. Topics include managing change, dealing with varying attitudes toward change and institutionalizing change. Supporting topics include the use of vision, goal setting, identifying priorities, allocating resources and collecting data on learning. Students learn principles of basic research design and should develop the initial draft of their ILP this term. Those students completing a practicum in this term will present it to the students in the seminar, providing a basis for the discussion of the relationship of action research to the reality of school reform. Practicum hours of directed field-based training required.
Professional Seminar IV: School Administration (Initial)
EAD 694N 2 credit(s)
Prerequisite: EAD693N. The final seminar emphasizes linking practice and theory. Particular attention is paid to processing the issues and questions that arise during the practicum experience. Interpersonal aspects of leadership are revisited in the context of the field experience. Students discuss issues connected with obtaining a leadership position including resumes, the interview process and contracts. The ILP is completed and presented to the members of the seminar, providing a basis for the discussion of the relationship of action research to the reality of school reform. Practicum hours of directed field-based training required.
Independent Learning Project: Educational Leadership
EAD 800 3 credit(s)
Prerequisites: EAD691-693. The Independent Learning Project (ILP) is a culminating learning experience required only for non-licensure students, that helps educational leaders integrate their personal and formal learning and their professional experiences into a meaningful whole and articulates the individual’s educational and administrative philosophy. The project is research and action based on a focused topic chosen by the student within the area of intended practice. It engages students in sustained research into educational leadership.
School Administration Courses
21
Credits
  • EAD690 required only for Principal/Assistant Principal, and for Non-Licensure
  • EAD721 required only for Supervisor/Director and for Non-Licensure
  • SEI705 Supervision of Sheltered English Immersion Instruction for Administrators is required for Principal/Assistant Principal and for Supervisor/Director, if the SEI requirement has not previously been completed.
Legal Aspects of School Administration
EAD 688 3 credit(s)
This course explores the legal principles which apply to current educational practice. It specifically deals with issues of students’ rights and teachers’ rights which impact and influence the operation of schools and the related tension created by multiple structures. Laws/ regulations and court decisions related to free speech, equal rights, and school discipline are studied. In addition, laws and policies dealing with IDEA (special education) and No Child Left Behind are examined in depth. Practicum hours of directed field-based training required.
Finance and Business Administration for the School Administrator
EAD 690 3 credit(s)
This course prepares educators to understand and effectively manage the fiscal aspects of a school or school district. The work focuses on school finance as a matter of public policy and law, the different sources of school financing, and the funding mechanism at various levels of government. Proposition 2 1/2, the Massachusetts foundation budget process, financing procedures in other states, and the financing of charter, choice and voucher programs are examined. In addition, educators study school budgets, the role of the school’s community in developing and establishing the budget, and different approaches to the budgeting process. Finally, educators address the issues of plant management, custodial care, building maintenance, preventive maintenance, scheduling, energy management, collective bargaining and purchasing of materials for plant management. Practicum hours of directed field-based training required.
Selection, Development, and Supervision of Educational Personnel
EAD 684 3 credit(s)
This course alerts students to the wide range of activities covered by the term “personnel management” and presents the best of current practices in the field. Students are prepared to select, develop and supervise teachers and other staff effectively. The school is presented as a learning organization - a place where all are supported in continuous growth and describes the administrator’s role in creating that culture. Formative and summative techniques for feedback about performance are emphasized. The course also includes the topics of the legal and ethical aspects of evaluation, hiring and dismissal. The importance of the administrator’s role as an instructional leader is emphasized. Practicum hours of directed field-based training required.
Curriculum Development, Assessment & Improvement for the School Admin
EAD 712 3 credit(s)
Pre-practicum: Fifteen hours of directed field-based training is required. Development, assessment and improvement of curriculum to engage students in the learning process and prepare them to be active contributors in the information age is a challenge for school administrators nationwide. This course familiarizes students with proven practical techniques, methods and strategies for developing, implementing and evaluating curriculum. Current theories, research and practices related to effective teaching, curriculum designs and frameworks, and national state standards are explored. Internet resources and research sites are examined to aid students in understanding the complexities of curriculum development. Students also address different learning styles, cultural awareness, ethnic minorities, equity issues, and the use of community resources while designing and evaluating curriculum. Practicum hours of directed field-based training required.
Contemporary Issues and Topics in Educational Administration
EAD 662 3 credit(s)
The effective educational administrator actively pursues further study in his/her field. By so doing, the administrator strives to acquire a knowledge base which will help deal with contemporary issues that will affect students, staff, community and the organization of the school. This course, therefore, features research and in-depth discussion of topics of immediate concern to the educational administrator. The topics may include, but will not necessarily be limited to strategic planning, organizational change, effective staff development, team building, outcomes based learning, the use of data for decision making, interpersonal skills necessary for site-based management, teacher evaluation, issues of equity, and community relationships. Practicum hours of directed field-based training required.
Reconceptualization of Schools for School Administrators
EAD 782 3 credit(s)
Students examine the historical and metaphoric forces responsible for the shaping of our modern schools, changes in the dominant values, school culture and the culture of organizations in general. Attention is paid to changing roles and expectations of school administrators, pressures for school reforms, the role of school committees and boards and the use of data in change efforts. Emphasis is placed on considering change as a complex problem. Practicum hours of directed field-based training required.
Supervision, Induction & Coaching of New Teachers
EAD 721 3 credit(s)

This course is designed to build capacity among teacher leaders in the implementation of performance assessment systems tailored for the improved enhancement of teacher practice reflective of state regulatory requirements. The course is structured to support effective supervision and coaching of new teachers specific to professional practice in Pk-12 settings. Included are techniques designed to facilitate improved student learning and retention of school personnel.

Supervision of Sheltered English Immersion Instruction for Administrators
SEI 705 2 credit(s)

Participants in the Cambridge College Administrator License program will be prepared to effectively serve English language learner students (ELLs). Participating students will be knowledgeable and able to administer, supervise and promote effective classroom strategies that maximize learning for ELLs. Participants in the Cambridge College Administrator License program will evidence an understanding of major trends in the twenty-first century language teaching and recognize the domains of listening, speaking, reading, writing and form focused instruction (grammar) for ELLs.

Practicum
5
Credits

Practicum Prerequisites

•    Signed acknowledgement of area/level of licensure sought
•    Successful completion of all courses with a grade of “B” or better.
•    Unless evidence is submitted that the SEI RETELL or SEI MTEL was successfully completed prior to program admission, all candidates must take the SEI 705 Sheltered English Immersion for School Administrators.
•    Pre-Practicum logs documenting hours embedded in courses appropriate to the area of licensure.

Practicum Logs, Portfolios, MA PAL
•    All practicum logs evidencing completion of all hours must be verified by the supervising practitioner, professional seminar advisor, and program chair before uploading logs into TaskStream.
•    All candidates must submit an electronic portfolio by uploading all documents specific to licensure, including reflections, key assignments, practicum logs, and evidence of current licensure in TaskStream.
•    Candidates for the Principal/Assistant Principal licensure option are required to have successfully completed all required tasks for the Massachusetts Performance Assessment for Leaders (PAL).

Practicum: Principal/Asst Principal (Pre K-8) 500 hours Completion
EAD 790 H 5 credit(s)

Principal License, levels PreK-8, 500 hours. Prerequisites: Pre-practicum, all initial licensure courses, pass all teacher tests required for this license by Massachusetts: Communication and Literacy Test-MTEL). Professional Seminar III or IV required concurrently: EAD693 or 694.
Effective Fall 2014: 500 hours in the role and at the level of the license sought, under a cooperating practitioner with the appropriate license, with Cambridge College supervision. The College supervisor and the cooperating practitioner plan the practicum with the student to achieve the minimum 500 hours at the practicum site. At least 95% of these hours will include direct administrative responsibility. Some of the hours may be logged during the school vacation periods when students are not present, and other administrative tasks such as scheduling, budget preparation and similar tasks are being performed. No more than 80 hours of the 500 should be logged during vacation periods. This practicum experience provides field based training for students pursuing licensure for principal/assistant principal (PreK-8). Students work with the guidance and support of an experienced school administrator and observe his/her administrative strategies in action. Students reflect on their own professional growth and examine theory through actual practice. During the practicum, the cohort group continues to meet in the Professional Seminar. This support system serves as a forum for discussion of administrative experiences, problems and solutions; and provides opportunity to share action research paper experiences. The student prepares an  Exit Performance Portfolio to document the experiences. Evaluation is based on current standards for licensure. Practicum hours of directed field-based training required.

Practicum: Principal/Asst Principal (5-12) 500 hours Completion
EAD 790 J 5 credit(s)

Principal License, levels 5-12, 500 hours. Prerequisites: Pre-practicum, all initial licensure courses, pass all teacher tests required for this license by Massachusetts: Communication and Literacy Test-MTEL). Professional Seminar III or IV required concurrently: EAD693 or 694.
Effective Fall 2014: 500 hours in the role and at the level of the license sought, under a cooperating practitioner with the appropriate license, with Cambridge College supervision. The College supervisor and the cooperating practitioner plan the practicum with the student to achieve the minimum 500 hours at the practicum site. At least 95% of these hours will include direct administrative responsibility. Some of the hours may be logged during the school vacation periods when students are not present, and other administrative tasks such as scheduling, budget preparation and similar tasks are being performed. No more than 80 hours of the 500 should be logged during vacation periods. This practicum experience provides field based training for students pursuing licensure for principal/assistant principal (5-12). Students work with the guidance and support of an experienced school administrator and observe his/her administrative strategies in action. Students reflect on their own professional growth and examine theory through actual practice. During the practicum, the cohort group continues to meet in the Professional Seminar. This support system serves as a forum for discussion of administrative experiences, problems and solutions; and provides opportunity to share action research paper experiences. The student prepares an  Exit Performance Portfolio to document the experiences. Evaluation is based on current standards for licensure. Practicum hours of directed field-based training required.

Practicum (Supervisor/Director) at level of prerequisite license
EAD 790E 5 credit(s)
Director License, all levels, 300 hours. Prerequisites: Pre-practicum, all initial licensure courses, pass all teacher tests required for this license by Massachusetts: Professional Seminar III or IV required concurrently: EAD693 or 694. Effective Fall 2003: 300 hours in the role and at the level of the license sought, under a cooperating practitioner with the appropriate license, with Cambridge College supervision. The College supervisor and the cooperating practitioner plan the practicum with the student to achieve the minimum 300 hours at the practicum site. At least 95% of these hours will include direct administrative responsibility and some of the hours may be logged during the school vacation periods when students are not present, and other administrative tasks such as scheduling, budget preparation and similar tasks are being performed. No more than 80 hours of the 300 should be logged during vacation periods. This practicum experience provides field based training for students pursuing licensure as supervisor/director. Students work with the guidance and support of an experienced school administrator and observe his/her administrative strategies in action. Students reflect on their own professional growth and examine theory through actual practice. During the practicum, the cohort group continues to meet in the Professional Seminar. This support system serves as a forum for discussion of administrative experiences, problems and solutions; and provides opportunity to share action research paper experiences. The student prepares an Exit Performance Portfolio to document the experiences. Evaluation is based on current standards for licensure. Practicum hours of directed field-based training required.

Senior Instructor

Adjunct Instructor

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Admissions

  • Admission Test:

    No standardized graduate school tests required for admission into non-licensure programs.

  • Admissions Office:
    1-800-829-4723
  • Application Form:
  • Application Fee:
    $50, nonrefundable ($100 for international students; $100 for EdD)

Program Requirements

  • Official transcript of earned bachelor's degreee from regionally accredited institution of higher education with 3.0 GPA. Please note: 3.0 GPA required for licensure programs but not for non-licensure programs.
  • Current Résumé  
  • Personal Statement  
  • Two Professional Recommendations 
  • MA Educator Documentation from the Massachusetts Dept. of Elementary and Secondary Education (ESE) website:
    • Initial or professional license in Massachusetts. See also license-specific requirements.
    • Massachusetts Educator Personnel ID  (MEPID number).
    • MTEL Communication & Literacy Test, successfully completed.
    • Fingerprinting and Criminal Offender Record Information

LICENSE-SPECIFIC REQUIREMENTS

Required employment outlined below must be documented by official letter(s) from supervisor or human resources director.

Supervisor/Director License

  • MA Initial or professional license as a teacher, specialist teacher, or in pupil services.
  • Three full years of employment in a leadership, supervisory, teaching, or administrative role in a public school, private school, higher education, or other educational setting acceptable by ESE regulations.
  • For (5-12) license: a master’s degree or at least 18 credits of advanced graduate studies in arts or sciences in a core academic subject you plan to supervise.

Principal/Assistant Principal License — Three full years of employment in an executive management/leadership role or in a supervisory, teaching, or administrative role in a public school, private school, higher education, or other educational setting accepted ESE.

FOR MORE COMPLETE INFORMATION see School Requirements link below.

School Requirements

See Admissions Requirements for School of Education

 

State Health Requirements

The Massachusetts Health Department and Cambridge College require the following of students in Massachusetts:

Immunizations – All students in Massachusetts are required to get certain immunizations before you can register for your first term. See form

Health Insurance – In Massachusetts, undergraduate students taking nine or more credits/term and graduate students taking six or more credits/term must enroll in the College’s health insurance plan. Students who have insurance with comparable coverage may request a waiver. See information and enroll or waive.

International Students 

International students are accepted at Massachusetts location only, and need to provide supplemental documentation:

  • Official demonstration of English language proficiency
  • Supplemental documentation for issuance of I-20
  • International transcripts, evaluated by an accepted evaluation service

Transfer Credit

Graduate program applicants, please complete the transfer credit request form if you wish to have prior course work evaluated for transfer. Learn more.

Undergraduate program applicants, once you are accepted, your official transcripts are evaluated for transfer credit.

 

Tuition

  • Credits for Licensure:
    31-33
  • Credits:
    32
  • Cost per credit hour:
    $533
  • Application Fee:
    $50, nonrefundable ($100 for international students; $100 for EdD)
  • Health Insurance Fee:
    $2,938 - Required for Massachusetts students only. See waiver details on Tuition & Fees page.

Note: Rates are as of September 2017, and are subject to change without notice. Rates apply to all students, unless otherwise noted.

Financial Aid

Cambridge College offers financial aid to students in our degree programs who are enrolled at least half time. Undergraduate students must be enrolled in at least 6 credits each term. Graduate and doctoral students must be enrolled in at least 4 credits each term. Learn more

Grants, Scholarships and Loans

Cambridge College welcomes the opportunity to support your efforts to pay for college.  Federal, state and local resources in the form of grants, scholarships, loans and work-study, including Cambridge College Scholarships, are available to help defray the cost of tuition. Learn more

Getting Your Company to Help

Many companies have tuition assistance programs, designed to help their employees with their professional development. Learn more